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Kenyon's own Harry Itagaki reports on his experience using mock NSF-type grant proposals and blind peer review as the major assignment in his 300-level courses. 

Kenyon's own Harry Itagaki reports on his experience using mock NSF-type grant proposals and blind peer review as the major assignment in his 300-level courses.

A proposal that college curricula should more fully and more intentionally take advantage of the college's physical locations and the moment in time. What surprises me is how relatively easy to incorporate some of the ideas seem.

Our discussions about writing often come around to whether students actually read (and internalize) the comments. Sometimes we hear about students not knowing how to turn on Track Changes or the GradeMark panel in Turnitin, so at the most basic level electronic comments do introduce friction for some students. What do you think of the research project proposed here - do students actually approach electronic feedback differently?

The MOOC conversation is dominated by examples of digitizing the large lecture hall. This is a deviation from the historical roots of the MOOC, and in this Chronicle article a very different kind of open educational activity is proposed.

This course redesign "formula" may not work for all courses, but perhaps it can work for you. The article describes what amounts to a course redesign that results in a blended classroom, using the technology available through the text publisher as the source of outside data. The six guidelines they propose can be boiled down to: (1) guide students in active learning; (2) enforce deadlines to keep students on task; (3) reward students for real effort, which translates into real learning; (4) provide regular assessment (immediate feedback via technology, if possible); (5) accommodate varied learning styles; and (6) keep on students to do their work (again, technology can help with this).

The author proposes an innovative solution to small group assignment for a collaborative project. First, students create a resume sharing their interests, skills, and views on group work. Then, students provide the instructor with a short list of their most (and least) compatible partners.